Standard 1 Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils Evidence1: Lesson Plan for Student 6 week Menu Plans
Rationale 1: This lesson is a project taught to high school students enrolled in Foods for Life. I use this project to have students understand the internet websites available to menu plan.This lesson has been taught by me 3 different semesters. Each time, I find that the internet based websites that allow menu planning and recipe finding become more and more user friendly each semester I access it.www.allrecipes.com is the fabulous tool I recommend to the students for creating menus, grocery lists and recipe lists. Explain how this relates back to teaching each 3 below standard:
KSD: Knowledge 1K1. The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
This unit teaches students the benefits of understanding the food guide pyramid and planning well balanced, nutritional meals. Skills 1S4. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
Students are required to generate 24 evening meals from the knowledge they gained in the unit of study.Students use standards of nutrition, variety, texture/taste and food likes to develop the meals. Dispositions 1D3.The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. I created this after realizing if students don’t have a plan for what’s for supper, they will fall into bad eating patterns of eating junk or eating out, or not eating at all. I have had students tell me that this project has really helped them to realize that a good meal is cheaper and more nutritious than the aforementioned patterns students typically have.
Standard 1
Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
Evidence1: Lesson Plan for Student 6 week Menu Plans
Rationale 1: This lesson is a project taught to high school students enrolled in Foods for Life. I use this project to have students understand the internet websites available to menu plan. This lesson has been taught by me 3 different semesters. Each time, I find that the internet based websites that allow menu planning and recipe finding become more and more user friendly each semester I access it. www.allrecipes.com is the fabulous tool I recommend to the students for creating menus, grocery lists and recipe lists.
Explain how this relates back to teaching each 3 below standard:
KSD:
Knowledge 1K1. The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
This unit teaches students the benefits of understanding the food guide pyramid and planning well balanced, nutritional meals.
Skills 1S4. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
Students are required to generate 24 evening meals from the knowledge they gained in the unit of study. Students use standards of nutrition, variety, texture/taste and food likes to develop the meals.
Dispositions 1D3.The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
I created this after realizing if students don’t have a plan for what’s for supper, they will fall into bad eating patterns of eating junk or eating out, or not eating at all. I have had students tell me that this project has really helped them to realize that a good meal is cheaper and more nutritious than the aforementioned patterns students typically have.